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Leadership Meeting

Leadership Meeting. April 23, 2014. Ivy Carlisle McMillin. Clear Learning Goals:. Use The Framework of Teaching in Domain 1 (Planning & Preparation) & Domain 4 (Professional Responsibilities), to determine the performance level. Bell Ringer.

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Leadership Meeting

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  1. Leadership Meeting April 23, 2014

  2. Ivy Carlisle McMillin .

  3. Clear Learning Goals: Use The Framework of Teaching in Domain 1 (Planning & Preparation) & Domain 4 (Professional Responsibilities), to determine the performance level.

  4. Bell Ringer What items do you consider when you are planning a lesson?

  5. Domain 1 directions: • With your group of three you will divide Domain 1 • Group member #1 – parts A & B • Group member #2 – parts C & D • Group member #3 – parts E & F • You will have 5 minutes to read and highlight your parts. Please be prepared to teach the rest of your group. • Each person will have 5 minutes to share important information.

  6. Five Minute Countdown

  7. Five Minute Countdown

  8. Five Minute Countdown

  9. Five Minute Countdown

  10. Individual learning must be considered when planning lessons and identifying resources that will ensure their understanding. • Students learn in their individual ways. 1B – Demonstrating Knowledge of Students

  11. Clear Learning Goals that students understand hold a central place in Domain 1. 1C – Setting Instructional Outcomes

  12. Resources need to be used when they are of the most use to students. 1D – Demonstrating Knowledge of Resources

  13. 1E – Designing Cohort Instruction • Instruction must be sequenced in a way that will advance student learning. • Lessons must have cognitively engaging learning activities, the incorporation of appropriate resources and materials, and the intentional grouping of students. • One size does not fit all.

  14. 1F – Designing Students Assessments • Assessments for learning modify or adapt instruction as needed to ensure student understanding. • Formative assessment strategies are ongoing and guide instruction.

  15. Domain 1 Quiz

  16. Notrelevant 1. The teacher’s plan indicates that students need to know how to add and subtract fraction before doing this lesson.

  17. Not relevant 2. During class time, three students ask the teacher to tell them where to go next after completing the first station.

  18. 3. Select the paragraph that best describes the differences between a level 2 and a level 3 in component 1b. At level 2, the teacher acquires knowledge about students from several sources but doesn’t apply it to the class as a whole. At level 3, the teacher gets knowledge of students from several sources and applies this knowledge to groups and to individual students.

  19. Not relevant 4. The math teacher specifies the academic language she is introducing and how she plans to help students define and understand this language.

  20. 5. Select the paragraph that best describes the differences between a level 2 and a level 3 in component 1c. Level 2 means teachers are setting moderately high expectations. They are still confusing outcomes with activities as they plan their lessons and units. They are not differentiating instruction for individuals or groups of students. Level 3 means that most outcomes set by the teacher are written in the form of student learning, not activities, and are important for the discipline. Outcomes are differentiated for groups of students.

  21. Notrelevant 6. During a planning conference, the teacher says that students will learn about how differences in the points of view of the characters in the story create suspense.

  22. Level 1 • Level 2 • Level 4 • Level 3 7. The teacher displays awareness of resources beyond those provided by the school or district, including those on the Internet, for classroom use and for extending one's professional skill, and seeks out such resources.

  23. Not relevant 8. The teacher keeps careful records of students' progress in understanding fractions.

  24. Not relevant 9. At a school fair, the teacher presents a portfolio of his students' work.

  25. 10. Select the paragraph that best describes the differences between a level 2 and a level 3 in component 1e. Level 2 means that some activities are aligned to outcomes, but they are not significantly challenging. There is some differentiation, but timing is unrealistic and activities are not engaging. Level 3 means that most activities are aligned to outcomes and they represent appropriate cognitive challenge. There is differentiation for groups of students with some opportunity for students to make choices.

  26. Notrelevant 11. The teacher's plan indicates that students will have 10 minutes to produce a poster illustrating the results of their experiment. 

  27. Not relevant 12. After attending a conference on learning differences, the teacher starts to consider new ways to group students in her classroom. 

  28. The Big Picture: Summative Meeting Self reflection--Domains 1 and 4 PGP—Domains 1.3 and 4 SGG – All Domains Mini Observations– Domains 2 and 3 Formal Observation—Domains 2 and 3

  29. Exit Slip What supports do you need to successfully implement TPGES this fall?

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